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Facilitating Vocabulary in Toddlers Using AAC: A Preliminary Study Comparing Focused Stimulation and Augmented Input

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TitleFacilitating Vocabulary in Toddlers Using AAC: A Preliminary Study Comparing Focused Stimulation and Augmented Input
Publication TypeJournal Article
AbstractToddlers benefiting from augmentative and alternative communication (AAC) often demonstrate delayed expressive vocabulary. However, a paucity of AAC intervention research exists for children under the age of 3. There have also been few AAC studies comparing language intervention techniques across children of any age. This study investigated two intervention techniques on the expressive vocabulary of three toddlers who were beginning AAC users. In one condition (focused stimulation), the speech-language pathologist (SLP) verbally modelled each target word 10 times during an intervention session. In the other condition (augmented input), the SLP modelled each target word 10 times during an intervention session by simultaneously speaking the word and using the child’s AAC system. The results revealed the participants’ expressive vocabulary improved during both conditions and was sustained and generalized for two of the three toddlers. The study provides preliminary, empirically based guidelines to consider during communication intervention with toddlers who are learning to use AAC.
AuthorsSolomon-Rice, P. L., and Soto G.
Year of Publication2014
PublicationCommunication Disorders Quarterly
Volume35
Issue4
Pages204-215
ISSN1525-7401 (print) 1538-4837 (online)
Publisher DOIhttp://cdq.sagepub.com/content/35/4/204.abstract
Keywords (MeSH)child, communication aids for disabled, language, speech-language pathology, vocabulary
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